Adapting Civic Education Teaching Strategies to Elementary Students’ Learning Characteristics: Teachers’ Practices and Challenges

Abstract

This study aims to analyze the learning strategies used by teachers in Pancasila and Civic Education (PPKn) at the elementary school level, their suitability to students’ characteristics, and their effectiveness in achieving learning objectives. This research employed a qualitative descriptive approach. Data were collected through semi-structured interviews with elementary school PPKn teachers selected using purposive sampling techniques. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, which includes data condensation, data display, and conclusion drawing. The findings revealed that teachers implemented various learning strategies, including lectures, question-and-answer sessions, group discussions, role-playing activities, singing, and the use of visual learning media. These strategies were found to be appropriate for elementary school students because they increased student participation, motivation, and understanding of civic concepts and values. Furthermore, the strategies contributed to the development of communication skills, collaboration, responsibility, and democratic attitudes among students. However, several challenges were identified, such as differences in students’ abilities, limited instructional time, and classroom management issues. Therefore, careful lesson planning, the use of diverse instructional media, and the adaptation of learning strategies to students’ needs are essential to improve the effectiveness of PPKn learning in elementary schools.